Food Webs

Janice M. Belcher
MSP~Life Science Unit

Standards
S4L1. Students will describe the roles of organisms and the flow
of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a
community.

b. Demonstrate the flow of energy through a food web/food chain beginning

with sunlight and including producers, consumers, and decomposers.

c. Predict how changes in the environment would affect a community

(ecosystem) of organisms.

d. Predict effects on a population if some of the plants or animals in the

community are scarce or if there are too many.

Misconceptions
Plants and animals dont need each other for survival.
Adaptations and camouflage prevent some animals and
plants from becoming food.
Extinction only occurred in the days of dinosaurs.
Plants and animals can change features to adapt.

Engage~ Read Aloud

Mystery Pellets
O-W-L Cart
What do you Observe?
What do you Wonder?
What did you Learn?
White Owl, Barn Owl
Ask students to listen for clues as to
what their mystery pellets might be.

Explore~ Owl Pellet Dissection

Explain to students will become Ornithologist, scientist
who study birds.
Students will explore the Owl Pellets.
Sort the bones using a bone chart

https://www.youtube.com/watch?
v=PTLaxqmcYeY

Explain~Food Web
Poster/Stacker Cups
Brain pop- https://
educators.brainpop.com/lesson-plan/food-chains-and-foodwebs-lesson-plan/
Construct a food chain and explain how energy flows
through the chain.
Explain how all living things depend directly or indirectly
on each other.
Use pictures and arrows to create a food web that includes the sun,
green plants, herbivores, omnivores, and carnivores.

Explain~ Food Web

Poster/Stacker Cups
Differentiat
ion

Elaborate
Read Aloud Butternut Hollow
Pond
Closed sort with essential
vocabulary.

Evaluate

Technology
Wordle Project
Kid Pics